That was a fun one – podcasting an #OPSITARA conference presentation about podcasts in professional practice research. With Tim Lynch and Lucky Hawkins (plus the words of Jules Tautz and Finn Boyle, with Mawera Karetai). “Like and Subscribe and Learn: Podcasts in Learning”.
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Jules Tautz recently completed her Master of Professional Practice at Capable NZ, Otago Polytechnic. Her thesis ““She’ll be right – Culture change through the lens of redeveloping culinary management and leadership” which developed a Kai Hauora model of culinary well-being, was presented as 4 videos.
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Finn Boyle recently completed his Master of Professional Practice at Capable NZ, Otago Polytechnic. His “Echoes of Wisdom – Regenerative Practice as Professional Practice” was presented as a board game, 3 videos, and a navigation document.
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Tim Lynch is undertaking his Doctor of Professional Practice through Capable NZ, Otago Polytechnic on culinary response to climate change. His review of learning and Learning Agreement were videos (3x structured + react videos), and he is making audio podcasts for his research.
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Lucky Hawkins is undertaking her Doctor of Professional Practice through Capable NZ, Otago Polytechnic. Her home and intended project were devastated by Cyclone Gabrielle, so her research has become a journey of professional and personal recovery, documented through a series of podcasts.
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How did you use podcasts in your research/learning?
Tim: Video in Review of Learning and in Learning Agreement. Audio interviews.
Lucky: Audio reflections post-cyclone.
Finn: I made a board game as my thesis, then videos to explain that.
Jules: Podcasts as core thesis medium.
How did podcasts add value to your learning journey?
Jules: Connecting with the intended audience. Meaningful storytelling, vulnerabilities.
Lucky: Capturing feelings, hearing the now.
Finn: Synthesis…brought my medium together as one.
Tim: Connect with people who normally would have noped.
What was the response from assessors to your use of podcasts?
Tim: One of my assessors made a video in response about post-structural knowing – so he got it!
Finn: They said it was authentic and allowed a weaving.
Jules: Overwhelmingly positive.
Why does it matter to have the flexibility to use podcasts in post-grad learning? (1)
Tim: Legitimising oral histories. Life is improvisation.
Lucky: Because time and place are fluid, this allows immediacy.
Why does it matter to have the flexibility to use podcasts in post-grad learning? (2)
Finn: Because academic pursuit isn’t about writing. It’s about ideas, knowledge. So why limit ourselves to black words on white pages?
Jules: Flexibility, dynamic discussion.
What would be the benefits of normalising alternative ways of doing research? (1)
Finn: More researchers to engage and communicate more fully. Valuing different forms of communication and expression changes our ways of knowing and knowledge itself…new paradigms of thought.
What would be the benefits of normalising alternative ways of doing research? (2)
Jules: Enable greater inclusivity and reach. Escape a cookie-cutter approach. Multiple elements come to life.
Lucky: I am me. This means I can be me and not an imposter in my own skin.
What would be the benefits of normalising alternative ways of doing research? (3)
Tim: Removing barriers. You said “normalising alternatives” here but I know you usually say “negotiated outcomes”. That changes the expectation – no longer is the written work privileged by default.
Did you write an accompanying document?
Tim and Jules: A navigation document. I would have liked it to stand alone.
Finn: I tried really hard not to, but in the end, I didn’t feel was permissible. I wasn’t confident assessors would meet me where I was at. I started to write 1 page, it became 60.
What would you change to better enable podcasts in learning?
Finn: The easy answer is “put it in the rubric”, but it’s actually about culture change. My challenge to us all is to be curious about different ways of learning.
Jules: I put APA referencing in the captions but it seemed unnecessary.
Advice for future learners wanting to use non-conventional structures? (1)
Tim: Be really comfortable with potential interviewees saying no, but really uncomfortable with any system that says no.
Lucky: If it works for you, then do it.
Advice for future learners wanting to use non-conventional structures? (2)
Jules: Do not overcomplicate it – I planned excessively. I wish I had allowed myself to focus even more on the human stories that inspired this journey. Trust in your own voice and let the process reflect your passion.
Advice for future learners wanting to use non-conventional structures? (3)
Finn: Fight for your right not to write. Know your ideas are bigger or richer than words or paper, then live to prove that to everyone.